Music 4
Structure - Elements of Rhythm

It is expected that students will:

• reproduce rhythmic patterns while maintaining a steady beat
• identify rhythmic pattern and beat
• identify the form and principles of design of the rhythmic structure in classroom repertoire
• use standard or invented notation to represent familiar rhythmic patterns

To view the prescribed learning outcomes for Structure - Elements of Rhythm in other grades click on an icon below.

• Have students work individually to create movement sequences that represent the syllables in their names. Then ask students in groups to create Name Machines by combining group members' movements with the chanting of their names. Encourage them to incorporate elements of expression such as tempo, dynamics, articulation, and texture.
• As a class, perform various rhythmic patterns from familiar songs, chants, or poems, using body percussion or rhythm instruments. Have students move around the classroom to the beat of each rhythmic pattern.
• Ask students to work in groups to define and discuss the differences between beat and rhythmic pattern. Invite the groups to present their definitions, with examples, to the class. They may present in various formats, including posters, charts, demonstrations with manipulatives, or computer graphics.
• Use pocket chart rhythms, flash cards, and examples from known repertoire to encourage students to read and notate rhythmic patterns using various note values (e.g.,).
• Work as a class to create a rhythmic chain rondo-the whole class creates the A section, then various groups create B, C, D, and so on. Each group demonstrates its rhythmic pattern for other groups to perform and notate.
• Divide the class into groups. Have each group create a body percussion pattern to accompany a known chant or poem. Groups notate their rhythmic patterns, indicating how and when each body percussion action is used. Set up stations displaying the notations. Groups rotate to each station, then read and perform the rhythmic compositions.

Suggested Assessment Strategies

• During a variety of classroom music activities, note the extent to which students are able to:
  • maintain a steady beat
  • accurately produce rhythmic patterns
  • use body percussion to perform rhythmic patterns (e.g., clapping, tapping, snapping) while maintaining a steady beat
• After listening to and practising a variety of rhythms and rhythmic patterns, have students demonstrate their understanding and skills by performing a familiar piece using body percussion (alone or in small groups). Look for evidence that they are increasing in the:
  • accuracy with which they reproduce familiar rhythmic patterns
  • complexity and length of the patterns they reproduce
  • variations in sound and body percussion they use in their performances
• When students present definitions and examples of beat and rhythmic patterns to the class, look for evidence that they are able to:
  • demonstrate the beat and rhythmic patterns
  • clearly distinguish between the beat and the rhythmic patterns
  • represent the beat and rhythmic patterns in more than one way
• When students represent familiar rhythmic patterns, look for evidence that they are able to:
  • read their own notations and use them to reproduce the patterns
  • use symbols in consistent ways
  • include an increasing amount of detail in their notations
  • recognize some of the patterns that other students have notated
  • begin including some elements of standard notation

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